Browse by title
Edited by Richard Clements, Ya Lan Chang, Kaara Martinez and Patrick Simon Perillo
The traditional dichotomy of rights between civil and political rights, on the one hand, and economic, social and cultural rights, on the other hand, has been increasingly eroded in scholarly and judicial discourse. The interdependence of the two sets of rights is a fundamental tenet of international human rights law. Nowhere is this interdependence more evident than in the context of the United Nations Convention on the Rights of Persons with Disabilities (CRPD or UN Convention). This article examines the indivisibility and interdependence of rights in the CRPD and, specifically, the positive obligations imposed on States Parties to the UN Convention, in particular the reasonable accommodation duty. The aim of the paper is to analyse, from a disability perspective, the approach adopted by the European Court of Human Rights (ECtHR or ‘Strasbourg Court’) in developing the social dimension of certain civil and political rights in the European Convention on Human Rights (ECHR), namely Articles 2 and 3 (on the right to life and the prohibition on torture, inhuman and degrading treatment, respectively), Article 8 (on the right to private and family life) and Article 14 ECHR (on non-discrimination). Ultimately, this paper examines the influence of the CRPD on the interpretation by the Strasbourg Court of the rights of persons with disabilities under the ECHR. It argues that, while the Court is building some bridges to the CRPD, the incremental and often fragmented approach adopted by the Court could be moulded into a more principled approach, guided by the CRPD.
Annika Zorn, Jeff Haywood and Jean-Michel Glachant
The introduction discusses how the digital trend that has substantially disrupted other sectors is transforming the higher education sector or even posing a threat to academic institutions’ core business. What could be the rationale for higher education institutions to incorporate a comprehensive digital agenda into their core strategy? Outlining the main developments over the past years in the areas of education, research and knowledge sharing, the authors argue that academic institutions are still far from grasping the full potential of what the digital offers to the academy. Not only does the adoption of online and open practices allow universities to respond to major challenges facing them today, but a digital vision also allows higher education institutions to re-define their role in society. Subsequently, the authors outline how the examples discussed in the book, stemming from a variety of academic contexts, will enrich our understanding of what ‘moving online’ might entail and how to make it work in practice.